2。2 The appropriate way of study on how students structure own Mind Maps

   2。2。1 The primary and effective application of Mind Map: memory and evaluation aid   

   The mind map can be used in different phases of instruction, e。g。 for revising, practicing and fixing the knowledge, and as a means of feedback[Ivana Simonova, 2014], among which using Mind Map as a memory and evaluation aid is relatively effective and popular。 Brikman [2003] and Kotcherlakota et al[2013]agreed with Buzan that Mind Map could be used as a memory aid, which improves memory and creativity, accelerate mental functioning and develop the synthesis between the left and right side of your brain。 In the study conducted by Tee et al[2012], the finding is significant as Rooda [1994], Henry [2006] reported students learn and memorize better using Mind Map。 Mind map can be seen as an evaluation aid for both teachers and students。 For teachers, Mind Map can be a means of collecting information about learner’s understanding of the learning content which gives them a clear and objective idea of the student's state of knowledge, uncluttered by judgments about skills。 As for students, it gives students a deeper reflection about their works[Buzan, 1993; Novak, 1998; Caviglioli et al。, 2002;Ono et al。, 2014]。

2。2。2 The adaptive and feasible field for application of Mind Map: post-reading phase论文网

Middle school students are in a stage of reading functional and discursive literary, in which reading becomes a reliable means of shaping their own identity[Christine Garbe et al, 2010], which makes inpidual differences in reading more obvious。 McCagg &Dansereau[1991] and Stull & Mayer[2007] argued that students structure Mind Map in reading is in relation to their existing knowledge structures。 As the aids of memory and examination can be combined harmoniously in teaching English reading and especially the phase of post-reading。 And it can be used for a maximum benefit in the stage of middle school。 As argued by Eden and Zeffiro[1998], vision has any causal link with reading。 In the process of reading, imagery thinking is the main way for middle school students so that Mind Map can work effectively[Zhou Fengmin, 2012]。 Besides, in the study about using Mind Map in reading conducted by Anna Buran[2015], there are many advantages are achieved in the phase of post-reading as following: a radiant, hierarchical structure of mind maps and triggers help to grasp a lot of information, connecting all the details together, visualizing and classifying the information and understanding the learning material。 Buzan tends to make Mind Map itself as the method of evaluation and reflection of the reading text。 Further developed by Anna Buran &Andrey Filyukov[2015], students used the Mind Map for retelling the texts and the benefits are obvious。 

2。3 The superiority of Student-Centered Mode and the importance of knowing how students structure their Mind Maps

    According to the study conducted by Virginia Slaughter, Betty Repacholi[2003], inpidual difference plays an important role to the mind。 Zhao Guoqing[2015] agreed that using mind map should stimulate and clarify the understanding of students themselves。 All above proves the inevitability and importance of students’ inpidual differences of Mind Map。 A study conducted by Chin Sok Funa et al[2010] find that students some students have problems in the teacher-centered mind map mode because the unified mind map designed by the author may not suit their learning style, which revealed a decline in the students’ tests scores。 However, the Student-Centered mind mapping exhibited significant increase in the students’ test scores because they can make use of the Mind Map with different learning styles (verbal, logical, spatial or interpersonal) by personalizing their notes using familiar words and patterns。 The findings from Tee et al[2012] also confirmed that self-structured mind map make students apply it on note taking and revision at their own pace。 Besides, the foundation of an active reading behavior and competence should be self-concept and self-efficacy[Christine Garbe et al, 2010]。 Self-structured Mind Map encourages students to express their own creative thinking to improve their learning achievement[Chin Sok Funa, Norhayati Maskata, 2010]。 In other words, this is same as the finding from previous research made by Bandura et al[1996], Linnenbrink & Pintrich[2002] that self-structured mind map can improve students’ self-concept and self-efficacy。 Therefore, all findings above supported Annemarie Rosciano[2015] that we need to move away from the traditional teacher-centered approaches to active student-centered。 Compared with the teacher-centered mind map, Chin Sok Funa, Norhayati Maskat[2010] and Anna Buran, Andrey Filyukov[2015] viewed that student-centered mind map mode plays an active role, and teacher should become a facilitator, helping the students。  初中生如何构建思维导图的研究(3):http://www.youerw.com/yingyu/lunwen_87823.html